PAPER Nugrahenny T. Zacharias A Study of three Abstract
I.B.b.l.a.3.a.1.3
Title: A Study ofThree Indonesian Teachers' Participation in a US Graduate Program
Name: Nugrahenny T. Zacharias
Affiliation of author: Satya Wacana Christian University, Indonesia
Full contact address: I 01 Spruce Hills Drive. Glen Gardner. New Jersey 08826.
Email: Ntz.iup@gmail.com
!ｾ＠
1111111111111 /JI/11111
12030156
1203015£
A Study ofThree Indonesian Teachers' Participation in a US Graduate Program
Abstract
Many research have focused on the identity construction of Asian teachers (see,
among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui,
.......
2007). Among all these, studies focusing on Indonesian teacher identity construction
are rare. Thus, the study aimed at filling the gap. The study examined the identity
development of three Indonesian English teachers navigating in an in-service program
in the US. The study found that their identities varied with one subject experienced
identity shift while others illustrate the case of identity as relatively permanent.
Whereas previous studies on L2 teachers have focused primarily on the construction
ofteacher identity per se, the findings ofthe study indicated that the construction of
the three Indonesian teacher identities were grounded in other identity options such as
nonnative speaker, gender as well as learner identity.
Key words: teacher identity, discourses, cultural identities, gendered identities,
imagined comm unities
Word count: 793 3
This article explores narratives on the teacher identity construction told by
three Indonesian English teachers. They were participants in a larger qualitative
research study conducted at a graduate program at a mid-size university in
Pennsylvania. Although the participants saw themselves positioned in multiple ways
by the US community, professional identity emerged as a key factor in many of their
decisions to participate in an in-service teacher education program. Although the
participants came from the same countries, they interpreted the narratives oftheir
teacher identity formations in varied ways, depending on their history, culture and
present circumstances.
This article explores the participants' viewpoints on their teacher identities as
they negotiated in a US TESOL graduate program. Specifically, the study examines
the construction of teacher identity prior to studying in the US, while in the US, and
upon returning to their home countries, Indonesia. I understand teacher identity as a
constant negotiation and struggle (Mac Lure, 1993) between the personal and
professional selves (Alsup, 2005; Britzman, 1994; Bullough, Knowles, & Crow,
1992; Clandinin & Connelly, 1995; Danielewicz, 200 I; Tsui, 2007).
Title: A Study ofThree Indonesian Teachers' Participation in a US Graduate Program
Name: Nugrahenny T. Zacharias
Affiliation of author: Satya Wacana Christian University, Indonesia
Full contact address: I 01 Spruce Hills Drive. Glen Gardner. New Jersey 08826.
Email: Ntz.iup@gmail.com
!ｾ＠
1111111111111 /JI/11111
12030156
1203015£
A Study ofThree Indonesian Teachers' Participation in a US Graduate Program
Abstract
Many research have focused on the identity construction of Asian teachers (see,
among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui,
.......
2007). Among all these, studies focusing on Indonesian teacher identity construction
are rare. Thus, the study aimed at filling the gap. The study examined the identity
development of three Indonesian English teachers navigating in an in-service program
in the US. The study found that their identities varied with one subject experienced
identity shift while others illustrate the case of identity as relatively permanent.
Whereas previous studies on L2 teachers have focused primarily on the construction
ofteacher identity per se, the findings ofthe study indicated that the construction of
the three Indonesian teacher identities were grounded in other identity options such as
nonnative speaker, gender as well as learner identity.
Key words: teacher identity, discourses, cultural identities, gendered identities,
imagined comm unities
Word count: 793 3
This article explores narratives on the teacher identity construction told by
three Indonesian English teachers. They were participants in a larger qualitative
research study conducted at a graduate program at a mid-size university in
Pennsylvania. Although the participants saw themselves positioned in multiple ways
by the US community, professional identity emerged as a key factor in many of their
decisions to participate in an in-service teacher education program. Although the
participants came from the same countries, they interpreted the narratives oftheir
teacher identity formations in varied ways, depending on their history, culture and
present circumstances.
This article explores the participants' viewpoints on their teacher identities as
they negotiated in a US TESOL graduate program. Specifically, the study examines
the construction of teacher identity prior to studying in the US, while in the US, and
upon returning to their home countries, Indonesia. I understand teacher identity as a
constant negotiation and struggle (Mac Lure, 1993) between the personal and
professional selves (Alsup, 2005; Britzman, 1994; Bullough, Knowles, & Crow,
1992; Clandinin & Connelly, 1995; Danielewicz, 200 I; Tsui, 2007).